Day 2 - Major Cities in Florida

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Teacher(s) Name: Katy Sereghy
Thematic Unit Theme/Title/Grade Level: Florida Geography – Grade 4
Wiki space address: http://ucf4flgeographysp10t.wikispaces.com/

Daily Lesson Plan Day/Title: Day 2 – Major Cities in Florida

Learning Objectives

What will students accomplish / be able to do at the end of this lesson?
  1. The students will be able to locate and label major cities and the state capitol on a map of Florida.
  2. The students will be able to name at least 2 important facts about the city they were assigned.
  3. The students will create a colorful and attractive banner for the city they were assigned.
NCSS Theme/Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education http://flstandards.org.
  1. SS.4.G.1.2: Locate and label cultural features on a Florida map.
  2. SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
  3. SS.4.E.1.1: Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy.
  4. SS.4.A.6.3: Describe the contributions of significant individuals to Florida.
  5. LA.4.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate;

Student Activities & Procedures
Teacher Activities/Student Activities
· What best practice strategies will be implemented?
· How will you communicate student expectation?
· What products will be developed and created by students?

 Anticipatory Set
  1. Split students into five small groups at five different tables. Give each group a piece of paper, markers, and a “mystery bag.”
  2. Ask the students what they already know about Florida. Review the lesson from the day before about map skills and ask students to provide any additional information they can about Florida.
  3. Ask students to get out their portfolio and map labeling worksheet they started the day before.
  4. Using a large map of Florida with the major cities labeled (Orlando, Tampa, Tallahassee, Jacksonville, Miami) show the students where each city is located on the map. Have students label the cities on their own maps.
  5. Have the students open their mystery bag. Each bag will contain an index card with the name of a different major city in Florida, artifacts, and information about that city.

Procedures:
  1. Give the students time to study the artifacts and information in the bag. Each bag will have index cards with facts about their group’s city on them.
  2. Demonstrate for the students what they will do with the bags – pull out the artifacts and information inside and discuss it as a group.
  3. Ask the students to pick out the two most important facts about the city that they found in their bag. Discuss with their group why this information is important.
  4. Have students work in groups to create a banner about their city that illustrates or explains the two important facts they chose. Have them write the name of their city on top of the banner.
  5. Each group shares with the class what they learned about their city and presents their banner.

Resources/Materials



 · Florida map labeling worksheet created on Day 1
· Paper bags
· Index cards
· Various artifacts
· Paper
· Markers, pens, pencils
Assessment
· How will student learning be assessed? Authentic/Alternative assessments?
· Are you using a rubric?
· Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes
 Pre-Assessment:
· Labeling the map, reviewing previous lesson and activating prior knowledge (no rubric)
Post-Assessment:
· Presenting their banner to the class as a group.
o Satisfactory = 2 or more facts about the city are discussed, banner is illustrated appropriately and the name of their city is written on the top.
o Unsatisfactory = 1 or no facts about the city are discussed, banner is not completed, name of city is missing.

Exceptionalities

What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
ESOL/SLD:
· Provide support in small groups
· Use of pictures, visuals, and realia in the mystery bag
· For struggling ELL students, provide a KWL chart for them to begin before the lesson and finish afterwards. There will be no grade for this, it will just give them extra support.
· Hands on activity
Gifted/Talented:
· Give all students the opportunity to do extra research on their city for homework if they would like.

Discussion Notes

 · Send home weekly newsletter to inform parents of the unit and encourage them to have their children share the information they bring home in their final portfolio.
· Have students review the previous day’s lesson at the beginning of each new lesson.